We have elevated this focus to the status of a strand for several reasons. Our vision of K-8 science features this understanding as one of the four strands. One important underpinning for learning science is students’ understanding of the nature and structure of scientific knowledge and the process by which it is developed. Science is not only a body of knowledge, but also a way of knowing. However, more research is needed that provides insight into the experiences and conditions that facilitate their understanding of science as a way of knowing. Methods of science dominate the school science curriculum, with little emphasis on the role of theory, explanation, or models.Ĭhildren’s understanding of science appears to be amenable to instruction. Most children do not develop a sophisticated understanding of how scientific knowledge is constructed. Most studies have been conducted in laboratory settings and do not take into account instructional history and children’s opportunity to learn about this aspect of science. The research base on children’s understanding of how scientific knowledge is constructed is limited. Understanding How Scientific Knowledge Is Constructed
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